Algebra Gets a Bad Rap Algebra gets a bad rap. In this instance, I'm being completely literal. Let me explain. I think my lesson planning just jumped the shark, but we'll see. Sometime in the last year or so I ran across this post and video by Mr. So this year I decided to use one or both of them because I've been playing little snippets of songs right before my students take assessments to try to get them to smile and lighten up a bit, and I figured one of these would work well before our assessment over slope. This is where the shark shows up. Now keep in mind I can't sing. But we're not just going to listen at it so that they can laugh at me (although they did). I feel bad because I can't really give them much (if any) class time to work on this, so it will all be outside of class.
Problem Based Learning & Case Base Learning: PBCL Are You Ready to Flip? " . . .not all material is suitable to be taught through a video lesson."Are You Ready to Flip?Part 2 of 3 of "The Flipped Class" by Dan Spencer, Deb Wolf and Aaron Sams Recently there has been increased interest in "best practices" of the flipped classroom in education. Begin with the end in mind. After determining what you want your students to master and how that should look, begin creating (or collecting) quality learning resources. In this process, consider the idea of student choice when creating and collecting these learning resources. If content is delivered outside of class time, it is up to the teacher to provide the students with opportunities in class to place the content they learned into context. student created contentindependent problem solvinginquiry-based activitiesProject Based LearningSome teachers have asked us why videos are necessary if they have engaging class work for their students through which students can learn.
Mme-Dill - home If We Actually Taught Math… teaching …we would get rid of course designations like Algebra I, Algebra II, Geometry, Calculus, etc.. Mostly because they convince kids that they can be finished with material when the course ends. …we would stop teaching a linear progression of math “courses” as if every student was planning to major in math at university. That is demonstrably false. …we would worry more about those times outside of math class when mathematical thinking would have solved a social issue. …we wouldn’t be so quick to give quizzes over material that was just covered. …we would ask students to generate the “word problems” they hate so much. …we would only give our highest marks to the students who can answer “when will we ever use this?” …we would ask an effing question that is actually interesting. …we would teach kids to program computers as early as possible (~10 yrs). …we would see those “art” kids taking math electives. …we would see math teachers spending as much out-of-pocket cash as science teachers.
Emerging Perspectives on Learning, Teaching and Technology FlippedLearning - EduVision Foreign Language Resources from the Flip Class Conference 2012 | Reflipping the flipped The fifth annual flip class conference started yesterday, June 19th, and will continue and finalize today, June 20th. As you already know, I am in Ukraine at the moment and found it a bit difficult to attend the conference physically in Chicago, bummer! Fortunately, it is streamed live and so I am attending it on the “flip side” (as I saw someone calling it on Twiter). So, before we go on with the “Flip Class Stages“, I want to share these awesome Flip Conference 2012 goodies Since it’s keynote introduction, I have been frantically sharing tweets with ideas, resources, tools, best practices, flippers, etc. I have been trying to tweet as detailed and organized as possible, but obviously 140 characters are just not enough to get a full continuous point across. Preliminary messages The flip class conference this year has 24 presenters, compared to 8 from last year. Opening keynote session: “Student-driven Learning in the Flipped Classroom” “Start the change with the physical space.
High School Resources One of the goals of the American Statistical Association (ASA) is to improve statistics education at all levels. Through the STatistics Education Web (STEW), the ASA is reaching out to K-12 mathematics and science teachers who teach statistics concepts in their classrooms. STEW is an online resource for peer-reviewed lesson plans for K-12 teachers. The web site is maintained by the ASA and accessible to K-12 teachers throughout the world. Reflection Guides Guidelines for Professional Development Using Publications NCTM school journals and other publications are a rich resource for professional development. Featured Reflection Guide - Representation Paper Moon: Simulating a Total Solar Eclipse Reflect on practice by exploring:
The Flipped Class: Myths vs. Reality Editor's Note: On the heels of our viral posts in over 100 countries about the flipped classroom earlier this year (links below), we asked Jon Bergmann if he could share some of the feedback he was receiving in light of the notable interest about this topic. The timing couldn't have been more perfect since he was about to leave for a conference about you-guessed-it, the flipped class. Here is Part 1 of our three part series The Daily Riff. See Part 2 and 3 links below. - C.J. Westerberg The Flipped Class: What it is and What it is Not by Jon Bergmann, Jerry Overmyer and Brett Wilie There has been a lot of interest in the flipped classroom. The traditional definition of a flipped class is: The Flipped Classroom is NOT: A synonym for online videos. Originally published The Daily Riff July 2011 Jon Bergmann is one of the first teachers to flip his classroom and has recently co-authored a book on the the Flipped Class which is to be published by ISTE press. Video Montage from Conference Below